Resumo

SCHMUTZ, Anna M.S. et al. Re-imagining health professions education in the coronavirus disease 2019 era: Perspectives from South Africa. Afr. j. prim. health care fam. med. (Online) [online]. 2021, vol.13, n.1, pp.1-5. ISSN 2071-2936.  http://dx.doi.org/10.4102/phcfm.v13i1.2948.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic hit South Africa in March 2020, severely disrupting health services and health education. This fundamentally impacted the training of future health professionals and catalysed a significant response from across the health education sector. In 2020, the South African Association of Health Educationalists requested members to submit reflections on different aspects of their COVID-19 related educational responsesRESPONDING TO THE PANDEMIC: Seven vignettes focused specifically on clinical training in the context of primary care and family medicine. This short report highlights the key insights that emerged from these vignettes, considering what has been learnt in terms of health professions education and what we need to take forward. These insights include building on what was already in place, the student role, technology in the clinical learning context, taking workshops online, vulnerability and presence and the way going forward.DISCUSSION AND CONCLUSION: The contributions emphasised the value of existing relationships between the health services and training institutions, collaboration and transparent communication between stakeholders when navigating a crisis, responsiveness to the changed platform and dynamic environment and aligning teaching with healthcare needs. It is more important than ever to set explicit goals, have clarity of purpose when designing learning opportunities and to provide support to students. Some of these learning points may be appropriate for similar contexts in Africa. How we inculcate what we have learned into the post-pandemic period will bear testimony to the extent to which this crisis has enabled us to re-imagine health professions education.

Palavras-chave : COVID-19; health professions education; primary health; responsiveness; remote teaching; clinical training.

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